Opportunities of inclusion in schools with high cultural diversity. An ethnographic study

As the perspective of inclusive education, from the UNESCO framework, has brought about significant changes in educational policies, this paper aims to investigate the discourses and practices carried out by teachers in schools with a high percentage of minorities and foreign population. It is a multi-sited ethnography, based on participant observation, interviews and document analysis in three urban schools and one small rural school in Aragon. The results show discourses and teaching and learning practices that enable the participation of all pupils, in line with the principles of inclusive education. Without ignoring the existence of tensions around inclusion policies, the article highlights the value of such practices. It also argues that the agency of these teachers implies resistance in a context that has normalised the exclusion of these schools.